Giáo án Unit 13 Tiếng anh 3 global success

School:

____________________

Grade:

____________________

Teacher:

Date of teaching:

Attendance:

____________________

____________________

____________________

I. OBJECTIVES

Language

By the end of the lesson, pupils will be able to:

• understand and correctly repeat the sentences in two communicative contexts (pictures) focusing on asking and answering about the location of a room in a house
• enhance the correct use of Where’s the ? − It’s here / there. to ask and answer questions about the location of a room in a house in a freer context
• enhance the correct use of Where’s the ? − It’s here / there. to ask and answer questions about the location of a room in a house in a freer context.

Core competencies

teamwork, reliability, motivation, communication and initiative

General competencies

Listening: listen and recognize the rooms in a house, then repeat

Critical thinking: talk about rooms in a house

Oral communication: speak about rooms in a house, ask and answer the questions

Self-control & independent learning: perform listening tasks

Communication and collaboration: work in pairs or groups

Attributes

Diligence: complete learning tasks

Leadership: collaborate with teachers to enhance language skills

II. RESOURCES AND MATERIAL:

• Pupil’s book Page 18
• Audio Tracks 22, 23
• Teacher’s guide Pages 161, 162, 163
• Website sachmem.vn
• Flashcards/pictures and posters (Unit 13)
• Computer, projector…

III. PROCEDURE

Warm-up and review – Look, listen and repeat – Listen, point and say – Let’s talk – Fun corner and wrap-up

Procedure

Teacher’s activities

Pupils’ activities

Note

Warm-up and review: 5 minutes

Greet the class.

Option 1: Say the chant Unit 12 page 16.

• Ask pupils to say the chant.
• Invite some of them to come to the board to role play, the rest of the pupils will sing.

Option 2: Sing a song from youtube

(https://www.youtube.com/watch?v=nfBsIA5Lr0U)

Option 3: Who is faster?

Some pictures of rooms will pass the screen, pupils have to guess the names of the rooms as fast as possible. For each correct answer, pupils will get points for their teams.

Whole class

Whole class

Individual work/ Group work

EXPLORATION

Activity 1. Look, listen and repeat. 8 minutes

a. Goal:

To understand and correctly repeat the sentences in two communicative contexts (pictures) focusing on asking and answering about the location of a room in a house

b. Input:

– Context a: Mai: Come in, please! Linh: Wow, I like your house!

– Context b: Linh: Where’s your bedroom? Mai: It’s here.

c. Outcome:

Pupils can understand and correctly repeat the sentences in two communicative contexts (pictures) focusing on asking and answering about the location of a room in a house.

d. Procedure:

Step 1: Introduce the characters to pupils.

Step 2: Have pupils look at Pictures a and b and identify the characters (Mai and Linh) in the pictures.

Step 3: Ask pupils to look at Picture a. Play the recording for pupils to listen.

Step 4: Play the recording again, sentence by sentence, for pupils to listen and repeat individually and in chorus. Correct their pronunciation where necessary. Repeat the same procedure with Picture b.

Step 5: Invite a few pairs to the front of the classroom to listen and repeat the sentences in the recording.

Step 6: Draw pupils’ attention to the question and answer Where’s your bedroom? – It’s here. Tell pupils that the sentences are used to ask and answer about the location of the bedroom in the house.

Whole class

Whole class

Whole class

Whole class/ Individual work

Pair work

Whole class

KNOWLEDGE CONSTRUCTION

Activity 2. Listen, point and say. 9 minutes

a. Goal:

To correctly say the words and use Where’s the ? − It’s here / there. to ask and answer questions about the location of a room in a house

b. Input:

– Picture cues: a. living room b. bedroom

c. kitchen d. bathroom

– Speech bubbles: Where’s the______ ? − It’s here / there.

Audio script:

1. living room b. bedroom c. kitchen d. bathroom

A: Where’s the living room? A: Where’s the kitchen?

B: It’s here. B: It’s there.

c. Outcome:

Pupils can correctly say the words and use Where’s the______? −It’s here / there. to ask and answer questions about the location of a room in a house.

d. Procedure:

Step 1: Have pupils look at the pictures and elicit the names of the rooms.

Step 2: Have pupils look at Picture a and the word living room under it. Listen to the recording and repeat the word. Have the class repeat the word.

Step 3: Point at the question in the speech bubble and Picture a and have pupils listen and repeat after the recording (Where’s the living room?). Point at Picture a and have pupils listen and repeat after the recording (It’s here.). Repeat the same procedure with Pictures b, c and d.

Step 4: Have pairs practise asking and answering the question - Where’s the ______? – It’s here / there.

Step 5: Invite a few pairs to point at the pictures and say the questions and answers in front of the class.

Whole class/ Individual work

Whole class/ Individual work

Whole class/ Individual work

Pair work

Pair work

PRACTICE

Activity 3. Let’s talk. 8 minutes

a. Goal:

To enhance the correct use of Where’s ? − It’s here / there. to ask and answer questions about the location of a room in a house in a freer context

b. Input:

– Picture cue: Two pupils are asking and answering questions about the location of rooms in a house: the living room and kitchen are downstairs, the bedroom and bathroom are upstairs.

– Speech bubbles: Where’s _____? – It’s _____.

c. Outcome:

Pupils can enhance the correct use of Where’s ____? − It’s here / there. to ask and answer questions about the location of a room in a house in a freer context.

d. Procedure:

Step 1: Draw pupils’ attention to the picture. Ask questions to help them identify the context (see Input). Point at each room, elicit the missing words in the question and answer (for example, the living room). Tell pupils to pay attention to the locations of the hands. Use here for the rooms near the hands, and there for the rooms far from the hands. Complete the sentence. Get pupils to ask and answer the question Where’s the living room? – It’s here. Where’s the kitchen? – It’s there.

Step 2: Put pupils into pairs. Encourage them to point at each room in the house in the picture in turn to ask and answer questions about their locations in the house. Go around the classroom to offer support where necessary.

Whole class/ Individual work

Pair work

Fun corner and wrap-up: 5 minutes

Option 1:

Use sachmem.vn, have pupils look at the words in the picture and repeat after the recording.

Option 2: Game: What’s behind the square.

Option 3: Preparation for the project

Tell pupils about the project on page 23. Ask them to make a doll’s house and prepare the language to present it. Tell them to bring their work to class to present it at Project time.

Whole class

Group work

Whole class

School:

____________________

Grade:

____________________

Teacher:

Date of teaching:

Attendance:

____________________

____________________

____________________

I. OBJECTIVES

Language

By the end of the lesson, pupils will be able to:

• listen to and understand two communicative contexts in which pupils ask and answer questions about the location of a room in a house and circle the correct pictures.
• complete four gapped exchanges with the help of picture cues.
• sing the song Where is it? with the correct melody and pronunciation.

Core competencies

decision making, teamwork, reliability, motivation, communication, planning and organization

General competencies

Listening: listen and recognize the rooms in a house

Self-control & independent learning: perform listening tasks

Communication and collaboration: work in pairs or groups

Attributes

Diligence: complete learning tasks

Leadership: collaborate with teachers to enhance language skills

II. RESOURCES AND MATERIAL:

• Pupil’s book Page 19
• Audio Tracks 24, 25
• Teacher’s guide Pages 163, 164, 165
• Website sachmem.vn
• Flashcards/pictures and posters (Unit 13)
• Computer, projector…

III. PROCEDURE

Warm-up and review – Listen and circle – Look, complete and read – Let’s sing – Fun corner and wrap-up

Procedure

Teaching and learning activities

Pupils’ activities

Note

Warm-up and review: 5 minutes

Greet the class.

Option 1: Noughts and crosses

- Divide the class into 2 teams.

- The teams take turns to choose numbers. Teacher asks and has pupils answer the questions.

- For each correct answer, have the team add O or X to the board. The first team to line up three of their symbols in a row wins.

Option 2: Game: Slap the board

Option 3: Game: Pass the ball

• Divide the class into 3 teams.
• Each team has 1 sticky ball.
• Play the music, students in each team take turns to pass the ball around. After the music ends, 3 students who have the ball will stand up and name one room in the house.

Group work

Group work

Group work

PRACTICE

Activity 4. Listen and circle. 8 minutes

a. Goal:

To listen to and understand two communicative contexts in which pupils ask and answer questions about the location of a room in a house and circle the correct pictures.

b. Input:

Picture cues:

1a. a hand pointing at a nearby living room

1b. a hand pointing at a distant living room

2a. a hand pointing at a nearby bedroom

2b. a hand pointing at a distant bedroom

Audio script:

1. Linh: Where’s the living room?

Mai: It’s here.

2. Linh: Where’s the bedroom?

Mai: It’s there.

c. Outcome:

Pupils can listen to and understand two communicative contexts in which characters ask and answer questions about the location of a room in a house and circle the correct pictures.

Key: 1. a 2. b

d. Procedure:

Step 1: Draw pupils’ attention to Pictures 1a and 1b. Tell them about the activity. Elicit the name of the room in each picture (living room) and play the recording of the first dialogue. Play the recording again for pupils to do the task. Play the recording a third time for pupils to check their answers. Repeat the same procedure with Pictures 2a and 2b.

Step 2: Tell pupils to swap books with a partner, then check answers as a class. Write the correct answers on the board.

Step 3: Play the recording again for pupils to double-check their answers.

Extension: If time allows, play the recording, sentence by sentence, for the class to listen and repeat individually and in chorus. Correct their pronunciation where necessary.

Whole class

Whole class

/Pair work

Whole class

/ Individual work

Whole class

/ Individual work

PRACTICE

Activity 5. Look, complete and read. 9 minutes

a. Goal:

To complete four gapped exchanges with the help of picture cues

b. Input:

Four picture cues and four gapped exchanges

c. Outcome:

Pupils can complete four gapped exchanges with the help of picture cues.

Key: 1. living room 2. kitchen

3. bathroom; there 4. bedroom; here

d. Procedure:

Step 1: Get pupils to look at the picture cues and gapped exchanges. Get them to identify the rooms (a living room, a kitchen, a bathroom and a bedroom).

Step 2: Have pupils look at the four incomplete exchanges. Draw their attention to the missing words in the sentences.

Step 3: Have pupils look at the first exchange. Ask them what is missing in the sentence (living room). Write the answer on the board. Have them complete the gap in the question and ask and answer the completed question and answer in chorus. Repeat the same procedure with Sentences 2, 3 and 4.

Step 4: Have pupils complete the sentences individually and ask a few pairs to stand up and read them aloud.

Whole class

/ Individual work

Whole class

/ Individual work

Whole class

/ Individual work

Individual work

PRACTICE

Activity 6. Let’s sing. 8 minutes

a. Goal:

To sing the song Where is it? with the correct melody and pronunciation

b. Input:

The lyrics and the recording of the song Where is it? with picture cues.

c. Outcome:

Pupils can sing the song Where is it? with the correct pronunciation and melody.

d. Procedure:

Step 1: Draw pupils’ attention to the title and lyrics of the song. Model the title and lyrics line by line for pupils to repeat. Encourage them to point at the pictures to reinforce their understanding.

Step 2: Play the recording line by line for pupils to listen and repeat. Correct their pronunciation where necessary.

Step 3: Play the recording all the way through for pupils to sing along. Introduce actions for pupils to do while singing along with the recording, for example, use hand movements to show the questions and location of the rooms.

Step 4: Put pupils into groups to practise the song and make up their own actions while singing.

Step 5: Give pupils time to practise singing and doing actions in pairs or groups.

Extension: Put pupils into groups to make up their own actions for the song. Invite groups to the front of the classroom to perform the song and the rest of the class sings and / or claps along the song.

Whole class/ Group work

Individual work

Individual work/ Whole class

Group work

Pair work/ Group work

Group work

Fun corner and wrap-up: 5 minutes

Option 1:

Using sachmem.vn, have pupils look at the words in the picture and repeat after the recording.

Option 2:

Game:

• Divide the pupils into equal teams of five or six.
• Have each team stand in a line. Hold up a flashcard and make a sentence based on the picture. The teams then repeat the sentence three times and sit down.
• The team that sits down first scores a point. Then, repeat the game, but this time have the pupils add an action before they sit down, e.g. clap and then sit, jump and then sit, etc.
• More action will be added the longer the game goes on.

Option 3:

Game: “Sing the song” challenge

Have the pupils sing the song quietly, then sing the song loudly.

Whole class

Group work

Whole class/ Group work

School:

____________________

Grade:

____________________

Teacher:

Date of teaching:

Attendance:

____________________

____________________

____________________

I. OBJECTIVES

Language

By the end of the lesson, pupils will be able to:

• understand and correctly repeat the sentences in two communicative contexts (pictures) focusing on the question and answer about the locations of things in a room.
• correctly say the words and use Where are the____? – They’re ___. to ask and answer questions about the locations of things in a room.
• enhance the correct use of Where are the _____? – They’re _____ . to ask and answer questions about the locations of things in a room in a freer context.

Core competencies

teamwork, motivation, adaptability, communication, and initiative

General competencies

Self-control & independent learning: perform listening tasks

Communication and collaboration: work in pairs or groups

Sociability: talk to each other

Attributes

Kindness: help partners to complete learning tasks

Diligence: complete learning tasks

Leadership: collaborate with teachers to enhance language skills

II. RESOURCES AND MATERIAL:

• Pupil’s book Page 20
• Audio Tracks 26, 27
• Teacher’s guide Pages 165, 166
• Website sachmem.vn
• Flashcards/pictures and posters (Unit 13)
• Computer, projector…

III. PROCEDURE

Warm-up and review – Look, listen and repeat – Listen, point and say – Let’s talk – Fun corner and wrap-up

Procedure

Teaching and learning activities

Pupils’ activities

Note

Warm-up and review: 5 minutes

Greet the class.

Option 1: Sing the song in Unit 13, Lesson 1.

• Ask pupils to sing the song.
• Invite some of them to come to the board to role play, the rest of the pupils will sing.

Option 2: Spend a few minutes revising the previous lesson and pre teach some new words about objects in a room.

Option 3:

• Write any words on the board.
• The first pupil has to take the last letter of that word and form a new word.
• The second pupil does the same, and the chain continues until a pupil is unable to form a word.
• The pupil who fails to form a word or misspells it is out of the game.

Whole class

Group work

Individual work/ Group work

EXPLORATION

Activity 1. Look, listen and repeat. 8 minutes

a. Goal:

To understand and correctly repeat the sentences in two communicative contexts (pictures) focusing on the question and answer about the locations of things in a room

b. Input:

– Context a: Mai: This is the living room.

– Context b: Linh: Where are the chairs? Mai: They’re in the kitchen.

c. Outcome:

Pupils can understand and correctly repeat the sentences in two communicative contexts (pictures) focusing on the question and answer about the locations of things in a room.

d. Procedure:

Step 1: Have pupils look at Pictures a and b and identify the characters (Mai and Linh) in the pictures.

Step 2: Ask pupils to look at Picture a. Play the recording for them to listen.

Step 3: Play the recording again, sentence by sentence, for pupils to listen and repeat individually and in chorus. Correct their pronunciation where necessary. Repeat the same procedure with Picture b.

Step 4: Invite a few pairs to the front of the classroom to listen to and repeat the sentences in the recording.

Step 5: Draw pupils’ attention to the question and answer Where are the chairs? – They’re in the kitchen. Tell pupils that the sentences are used to ask and answer about the location of the chairs in the room.

Whole class

Whole class

Whole class/ Individual work

Pair work

Whole class

KNOWLEDGE CONSTRUCTION

Activity 2. Listen, point and say. 9 minutes

a. Goal:

To correctly say the words and use Where are the____? – They’re ___. to ask and answer questions about the locations of things in a room

b. Input:

– Picture cues:

1. tables in the living room b. chairs in the living room

c. books on the table d. lamps on the table

– Speech bubbles: Where are the ____? – They’re _____.

Audio script:

a. tables / in the living room b. chairs / in the living room

c. books / on the table d. lamps / on the table

A: Where are the tables? A: Where are the books?

B: They’re in the living room. B: They’re on the table.

c. Outcome:

Pupils can correctly say the words and use Where are the_______? – They’re ______. to ask and answer questions about the locations of things in a room.

d. Procedure:

Step 1: Draw pupils’ attention to Pictures a to d. Tell them about the activity. Elicit the names of things in the room. Play the recording for pupils to repeat the words under each picture a few times until they feel confident.

Step 2: Point at Picture a and the words under the picture (tables / in the living room), play the recording for pupils to repeat the words a few times. Draw pupils’ attention to the gapped question and answer. Explain the meaning. Elicit the missing words and write them on the board. Play the recording for pupils to repeat the completed question and answer a few times. Remind pupils to point at the relevant things in the picture when they are repeating.

Step 3: Repeat the same procedure with Pictures b, c and d.

Step 4: Give pupils time to take turns asking and answering questions about the locations of things in Pictures a, b, c and d. Go around the classroom to offer support where necessary.

Step 5: Invite a few pairs to come to the front of the classroom, take turns pointing at the things in each picture to ask and answer questions about their locations.

Whole class/ Individual work

Whole class

/ Individual work

Whole class

Whole class/ Individual work

Pair work

PRACTICE

Activity 3. Let’s talk. 8 minutes

a. Goal:

To enhance the correct use of Where are the _____? – They’re _____ . to ask and answer questions about the locations of things in a room in a freer context

b. Input:

– Picture cues: two tables, four chairs, two books and two lamps on a table

– Speech bubbles: Where are the ____? – They’re______.

c. Outcome:

Pupils can enhance the correct use of Where are the ____? – They’re_____. to ask and answer questions about the locations of things in a room in a freer context.

d. Procedure:

Step 1: Draw pupils’ attention to the picture. Elicit the context (see Input) and the missing words in the question and answer. Write them on the board. Complete the question and relevant answer. Invite two pupils to take turns pointing at the relevant things, ask and answer questions. Correct their pronunciation where necessary.

Step 2: Put pupils into pairs to ask and answer questions. Go around the classroom to offer support where necessary.

Step 3: Invite some pairs to the front of the classroom to take turns pointing at the things in the pictures to ask and answer about their locations.

Whole class

/ Individual work

Pair work/ Whole class

Pair work

Fun corner and wrap-up: 5 minutes

Option 1:

Use sachmem.vn, have pupils look at the words in the picture and repeat after the recording.

Option 2:

Game: Pass the ball

• Divide the class into 3 teams.
• Each team has 1 sticky ball.
• Play the music, students in each team take turns to pass the ball. After the music ends, 3 students who have the ball will stand up and say outloud any words about rooms in the house they have learned, using the sentence model.

Option 3: Game: Lucky numbers

• Divide the class into 2 teams.
• Each team takes turns choosing a number then answering the question.

Whole class

Group work

Group work

School:

____________________

Grade:

____________________

Teacher:

Date of teaching:

Attendance:

____________________

____________________

____________________

I. OBJECTIVES

Language

By the end of the lesson, pupils will be able to:

• listen to and understand four communicative contexts in which two characters ask and answer questions about the locations of things in a room and number the correct pictures.
• circle the correct answers to the gapped exchanges with the help of picture cues.
• review vocabulary and structure words in relation to the topic “My house” and use them in the sentence patterns Where’s_____? − It’s here / there. and Where are_____ ? – They’re_____. by playing the game Bingo.

Core competencies

teamwork, work standards, motivation, adaptability, communication, and initiative

General competencies

Communication and collaboration: work in pairs or groups

Problem-solving and creativity: answer comprehension questions

Sociability: talk to each other

Attributes

Kindness: help partners to complete learning tasks

Diligence: complete learning tasks

Leadership: collaborate with teachers to enhance language skills

II. RESOURCES AND MATERIAL:

• Pupil’s book Page 21
• Audio Track 28
• Teacher’s guide Pages 167, 168
• Website sachmem.vn
• Flashcards/pictures and posters (Unit 13)
• Computer, projector…

III. PROCEDURE

Warm-up and review – Listen and number – Look, circle and read – Let’s play – Fun corner and wrap-up

Procedure

Teaching and learning activities

Pupils’ activities

Note

Warm-up and review: 5 minutes

Greet the class.

Option 1: Sing the song in Unit 13, Lesson 1.

• Ask pupils to sing the song.
• Invite some of them to come to the board to role play, the rest of the pupils will sing.

Option 2: Game: Slap the board

Spend a few minutes revising the previous lesson by asking the class to play the game Slap the board.

Option 3: Game: Trash can basketball

• Divide the class into 2 or 4 teams.
• Have each team take turns answering a vocabulary question.
• If they can answer correctly, the team gets 1 point.
• Then, give that team a ball (by crumpled paper).
• If that team can throw the ball into the trash can, reward that team an extra point.
• Repeat the game until all new words have been tested!

Whole class

Group work

Individual

work/ Group work

PRACTICE

Activity 4. Listen and number. 8 minutes

a. Goal:

To listen to and understand four communicative contexts in which two characters ask and answer questions about the locations of things in a room and number the correct pictures

b. Input:

Picture cues:

a. two lamps in the bathroom b. two lamps in the bedroom

c. two lamps in the living room d. two lamps in the kitchen

Audio script:

1. Linh: Where are the lamps?

Mai: They’re in the living room.

1. Linh: Where are the lamps?

Mai: They’re in the kitchen.

1. Linh: Where are the lamps?

Mai: They’re in the bathroom.

1. Linh: Where are the lamps?

Mai: They’re in the bedroom.

c. Outcome:

Pupils can listen to and understand four communicative contexts in which two characters ask and answer questions about the locations of things in a room and number the correct pictures.

Key: 1. c 2. d 3. a 4. b

d. Procedure:

Step 1: Draw pupils’ attention to the pictures. Tell them about this activity. Elicit the location of the lamps in each picture. Use Picture a as an example. Play the recording the first time for pupils to listen and identify the order of Picture a. Play the recording again. Elicit the order of Picture a (3). Write Number 3 on the board. Play the recording a third time for pupils to check their answer.

Step 2: Play the recording twice for pupils to do the task with the rest of the pictures. Play the recording a third time for them to check their answers.

Step 3: Get pupils to swap books with a partner, then play the recording to check answers together as a class. Write the answers on the board.

Step 4: Play the recording all the way through for pupils to double-check their answers.

Extension: If time allows, play the recording, sentence by sentence, for the class to listen and repeat individually and in chorus. Correct their pronunciation, where necessary.

Whole class

Whole class

Whole class

/ Individual work

Whole class

Individual work

PRACTICE

Activity 5. Look, circle and read. 9 minutes

a. Goal:

To circle the correct answers to the gapped exchanges with the help of picture cues

b. Input:

Picture cues and four gapped exchanges

c. Outcome:

Pupils can circle the correct answers to the gapped exchanges with the help of picture cues.

Key: 1. b 2. b 3. a 4. b

d. Procedure:

Step 1: Get pupils to look at the picture cues, incomplete exchanges and their answer options. Get them to identify the rooms and things in the pictures.

Step 2: Have pupils read the four incomplete exchanges. Draw their attention to the missing word(s) in each sentence.

Step 3: Have pupils read Sentence 1, the answer options and look at the relevant picture. Ask them what is missing in the question (tables) and read the answer options. Tell them to circle the correct answer and read the completed exchange in chorus. Repeat the same procedure with Exchanges 2, 3, 4.

Step 4: Have pupils complete the exchanges individually and ask a few pairs to read completed exchanges aloud.

Whole class

/ Individual work

Whole class

/ Individual work

Whole class

/ Individual work

Individual work

PRODUCTION

Activity 6. Let’s play. 8 minutes

a. Goal:

To review vocabulary and structure words in relation to the topic “My house” and use them in the sentence patterns Where’s_____? − It’s here / there. and Where are_____? – They’re_______. by playing the game Bingo.

b. Input:

A 3 x 3 Bingo grid with the words there, in, on, tables, chairs, lamps, living room, bedroom and kitchen to support your instructions

c. Outcome:

Pupils can review the vocabulary and structure words in relation to the topic “My house”, and use them in the sentence patterns Where’s ______? − It’s here / there. and Where are _____? – They’re ______. by playing the game Bingo.

d. Procedure:

Step 1: Explain how to play the game: Draw a 3 x 3 Bingo grid on the board and a list of the vocabulary words for reviewing. Get pupils to copy the grid onto a paper sheet and fill their grids with the vocabulary words. Pupils need to listen carefully for the words that you’ll be calling out from the list on the board. If they have a word that is called out, then they need to cross it out on their grids. Eventually, one pupil will have crossed out all of his or her words and shout out “Bingo!” to show that he / she has finished. You should then check the pupil’s grid to see that he / she has all the words you’ve called out.

Step 2: Give pupils time to play the game in pairs or groups. Go around the classroom to offer support where necessary.

Step 3: When time runs out, invite a few pairs to stand up and take turns asking and answering questions using the sentence patterns Where’s _____? − It’s here / there. and Where are they? – They’re _______.

Whole class/ Individual work

Pair work/ Group work

Pair work

Fun corner and wrap up: 5 minutes

Option 1:

Use sachmem.vn, have pupils look at the words in the picture and repeat after the recording.

Option 2: Game: Pass the ball

• Divide the class into 3 teams.
• Each team has 1 sticky ball.
• Play the music, students in each team take turns to pass the ball. After the music ends, 3 students who have the ball will stand up, then ask and answer about the location of rooms in a house, using the sentence models.

Option 3: Game: Spin the Wheel

• Teacher calls some pairs to the board to practise asking and answering with the sentence models they have learnt.
• Pupils/ teachers click the “spin” button to get points.

Whole class

Group work

Group work

School:

____________________

Grade:

____________________

Teacher:

Date of teaching:

Attendance:

____________________

____________________

____________________

I. OBJECTIVES

Language

By the end of the lesson, pupils will be able to:

• correctly pronounce the sounds of the letter clusters ou and ow in isolation, in the words house and brown, and in the sentences Wow, it’s a big house! and Wow, it’s a brown house!;
• identify the target words house and brown while listening
• say the chant with the correct rhythm and pronunciation.

Core competencies

motivation, adaptability, problem-solving, integrity, communication

General competencies

Listening: listen and recognize the sounds, then repeat

Self-control & independent learning: perform listening tasks

Communication and collaboration: work in pairs or groups

Attributes

Kindness: help partners to complete learning tasks

Diligence: complete learning tasks

Leadership: collaborate with teachers to enhance language skills

II. RESOURCES AND MATERIAL

• Student’s book Page 22
• Audio Tracks 29, 30, 31
• Teacher’s guide Pages 169, 170
• Website sachmem.vn
• Flashcards/pictures and posters (Unit 13)
• Computer, projector…

III. PROCEDURE

Warm-up and review – Listen and repeat – Listen and circle – Let’s chant – Fun corner and wrap-up

Procedure

Teaching and learning activities

Pupils’ activities

Note

Warm-up and review: 5 minutes

Greet the class.

Option 1: Sing the song in Unit 13, Lesson 1 page 18.

• Ask pupils to sing the song.
• Invite some of them to come to the board to role play, the rest of the pupils will sing.

Option 2: Game: Lucky number

Review the previous lesson by having the class play the game Lucky number, using the model sentences.

Option 3: Game: Look and guess

Whole class

Group work

Individual work/ Group work

KNOWLEDGE CONSTRUCTION

Activity 1. Listen and repeat. 8 minutes

a. Goal:

To correctly repeat the sounds of the letter clusters ou and ow in isolation, in the words house and brown, and in the sentences Wow, it’s a big house! and Wow, it’s a brown house! with the correct pronunciation and intonation

b. Input:

– The letter cluster ou, the word house and the sentence Wow, it’s a big house!

– The letter cluster ow, the word brown and the sentence Wow, it’s a brown house!

c. Outcome:

Pupils can correctly repeat the sounds of the letter clusters ou and ow in isolation, in the words house and brown, and in the sentences Wow, it’s a big house! and Wow, it’s a brown house! with the correct pronunciation and intonation.

d. Procedure:

Step 1: Draw pupils’ attention to the letter cluster ou, the word house and the sentence Wow, it’s a big house! Play the recording and encourage pupils to point at the letter cluster / word / sentence while listening.

Step 2: Play the recording again and encourage pupils to listen and repeat. Do this several times until they feel confident. Correct their pronunciation where necessary.

Step 3: Repeat Step 1 and 2 for the second letter cluster ow.

Whole class

/ Individual work

Whole class

/ Individual work

Whole class

PRACTICE

Activity 2. Listen and circle. 5 minutes

a. Goal:

To identify the target words house and brown while listening

b. Input:

Two pairs of sentences

Audio script:

1. I like a brown house.

2. I don’t like a brown house.

c. Outcome:

Pupils can identify the words house and brown while listening.

Key: 1. b 2. b

d. Procedure:

Step 1: Draw pupils’ attention to the sentences and the answer options. Tell them about the activity. Play the recording for pupils to listen. Play the recording again for them to do the task. Play the recording a third time for them to check the answers.

Step 2: Get pupils to swap books with a partner then check the answers as a class. Write the correct answers on the board for pupils to correct their answers.

Step 3: Play the recording again for pupils to double-check their answers.

Extension: Invite one or two pupils to stand up, listen to and repeat the sentences.

Whole class

/ Individual work

Pair work/

Whole class

Whole class

Individual work

PRACTICE

Activity 3. Let’s chant. 8 minutes

a. Goal

To say the chant with the correct rhythm and pronunciation

b. Input

The lyrics and the recording of the chant

c. Outcome

Pupils can say the chant with the correct rhythm and pronunciation.

d. Procedure

Step 1: Draw pupils’ attention to the lyrics of the chant. Check their comprehension.

Step 2: Play the recording all the way through. Encourage them to listen carefully to the rhythm and pronunciation. Draw pupils’ attention to the sounds of the letter clusters ou and ow in the words house and brown.

Step 3: Play the recording line by line for pupils to listen and repeat. Correct their pronunciation where necessary.

Step 4: Play the recording all the way through for pupils to chant. Encourage them to clap along while chanting.

Extension: Divide the class into two or more groups to listen to and repeat the chant in turn while the rest of the class claps along.

Whole class

/ Individual work

Whole class

/ Individual work

Whole class

Whole class

/ Individual work

Group work

Fun corner and wrap-up: 5 minutes

Option 1:

Using sachmem.vn, have pupils look at the words in the picture and repeat after the recording.

Option 2: Video watching

- Have children watch and repeat after a video introducing the pronunciation of “ou”, “ow” in seperation, in words and sentences.

- Video link:

https://www.youtube.com/watch?v=ySRd-Amrd28

Option 3: Preparation for the project:

Tell pupils about the project on page 23. Prepare for the presentation in class. Guide them with the presentation language.

Whole class

Group work

Whole class

School:

____________________

Grade:

____________________

Teacher:

Date of teaching:

Attendance:

____________________

____________________

____________________

I. OBJECTIVES

Language

By the end of the lesson, pupils will be able to:

• read a paragraph and complete sentences with the words from the paragraph
• read, understand and complete a gapped text using the information from a picture cue
• make a doll’s house and tell the class about it.

Core competencies

motivation, adaptability, problem-solving, integrity, communication

General competencies

Reading: read a passage and fill in the gaps

Oral communication: speak about a doll’s house

Communication and collaboration: work in pairs or groups

Attributes

Kindness: help partners to complete learning tasks

Diligence: complete learning tasks

Leadership: collaborate with teachers to enhance language skills

II. RESOURCES AND MATERIAL

• Pupil’s book Page 23
• Teacher’s guide Pages 170, 171
• Website sachmem.vn
• Flashcards/pictures and posters (Unit 13)
• Computer, projector…

III. PROCEDURE

Warm-up and review – Read and complete – Let’s write – Project – Fun corner and wrap up

Procedure

Teaching and learning activities

Pupils’ activities

Note

Warm-up and review: 5 minutes

Greet the class.

Option 1: Sing the song in Unit 13, Lesson 1.

• Ask pupils to sing the song.
• Invite some of them to come to the board to role play, the rest of the pupils will sing.

Option 2: Chant the chant in Unit 13, Lesson 3.

• Ask pupils to chant and do the actions.
• Give points for the groups and encourage them.

Option 3: Game: Lucky number

(PowerPoint slides)

Whole class

Group work

Group work

PRACTICE

Activity 4. Read and complete. 8 minutes

a. Goal:

To read a paragraph and complete sentences with the words from the paragraph

b. Input:

A paragraph and four gapped sentences

c. Outcome:

Pupils can read a paragraph and complete four gapped sentences with the correct words from the paragraph.

Key: 1. the bedroom 2. the kitchen

3. the kitchen 4. the table

d. Procedure:

Step 1: Tel l Step 1: Pupils about this activity. Read the four gapped sentences as a class. Draw pupils’ attention to the blank in Sentence 1. Get pupils to scan the paragraph and find the missing words. When pupils give the correct answer, write it on the board and get the class to read the completed sentence together.

Step 2: Give pupils time to do the rest of the sentences individually. Go around the classroom to offer support.

Step 3: Get pupils to swap their answers with a partner. Then check answers as a class. Write the correct answers on the board for pupils to correct their answers.

Extension: Invite a few pupils to stand up and read the completed sentences. Praise them and get the class to clap or cheer if they have good pronunciation.

Whole class

Individual work

Pair work/

Whole class

Individual work

PRODUCTION

Activity 5. Let’s write. 9 minutes

a. Goal:

To read, understand and complete a gapped text using the information from a picture cue

b. Input:

• A picture cue of a bedroom. There is a table in the bedroom. On the table is an open school bag showing a book, a pencil case, and a ruler.
• The writing frame with three blanks to complete.

c. Outcome:

Pupils can read, understand and complete the gapped text with the information from a picture cue.

d. Procedure:

Step 1: Write the writing frame on the board. Tell pupils about this activity. Read the sentences as a class. When you reach the first gap, elicit the missing word and give feedback. Tell pupils to read and look at the picture cue to guess the missing words and complete the sentences.

Step 2: Give pupils time to do the task. Go around the classroom to offer support where necessary.

Step 3: Invite a few pupils to stand up and read their sentences aloud.

Whole class/ Individual work

Individual work

Individual work

PRODUCTION

Activity 6. Project. 8 minutes

a. Goal

To make a doll’s house and tell the class about it

b. Input

• Two pictures showing doll’s houses
• Materials: white or coloured cards, scissors, felt-tip pens, coloured pencils, etc.

c. Outcome

Pupils can make a doll’s house and tell the class about it.

d. Procedure

Step 1: Tell pupils about the activity. Check their doll’s houses. Stick a sample of a doll’s house on the board, and write the presentation language under it. Check comprehension and give feedback. Have pupils repeat the sentences until they can say them by themselves. Model the presentation a few times.

Step 2: Invite a pupil to the front of the classroom to model the presentation. Watch and offer your support with the language.

Step 3: Put pupils into groups to rehearse their presentation. Go around the classroom to offer support where necessary.

Step 4: Invite a few pupils from different groups to present their doll’s houses in front of the classroom.

Extension: Create a class display of doll’s houses and vote for the best decorated one.

Whole class/ Individual work

Individual work

Group work

Whole class/ Individual work

Fun corner and wrap-up: 5 minutes

Option 1:

Use sachmem.vn, have pupils look at the words in the picture and repeat after the recording.

Option 2: Game: Lucky number

Option 3: Sentence Puzzle

• Divide the class into groups of four.
• Give each group a sentence that is broken/cut into pieces.
• Ask them to arrange the words to make a complete sentence, then read it aloud.
• The group that makes it first will be the winner.

Whole class

Whole class

Group work